1. Teacher-Based Problem-Solving for Groups (TBIT)

2. Teacher-Based Problem-Solving (TBIT)
Guides the application of school-wide problem solving
Provides practical decision making tools that maintain the integrity of the problem solving process within the RtI framework
Reinforces the purpose of effective instructional decision making to improve instruction for all students

3. Steps of the Problem-Solving Process
Step I: Problem Identification – What exactly is the problem?
Step II: Problem Analysis – Why is the problem occurring?
Step III: Intervention Design and Implementation – What exactly are we going to do about it?
Step IV: Response to Instruction/Intervention – Is the plan working?

4. Tiered Levels of Support
Tier 1: Core Universal Instruction and Supports – General academic and behavior instruction and support designed and differentiated for all students in all settings
Tier 2: Targeted Supplemental Interventions and Supports – More focused, targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction
Tier 3: Intensive Individualized Interventions and Supports – The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with core and supplemental academic and behavior, curriculum, instruction, and supports

5. Documentation of the Problem Solving Process
Teacher-Based Problem-Solving for Groups (TBIT) is intended to guide problem solving and to document small group Tier II interventions
School-Based Problem-Solving for Individuals (SBIT) is used for an individual student after receiving Tier II interventions

6. Ensure team has reviewed Tier I data Identify baseline data tool(s)
Completion of Teacher-Based Problem-Solving (TBIT) Board: Group Demographics
Identify teachers/teams of students being discussed
List date of initial meeting
Ensure team has reviewed Tier I data
Identify baseline data tool(s)
Identify group target skill

7. Identify interventionist (person providing instruction)
Completion of Teacher-Based Problem-Solving (TBIT) Board: Intervention Group Data
Identify interventionist (person providing instruction)
List students in group and circle identifying information
Pertinent information could include any additional academic/behavioral information relevant to problem-solving

8. Completion of Teacher-Based Problem-Solving (TBIT) Board: Action Plan and Progress Monitoring
Identify the interventions to remediate and assist students in closing the achievement gap (not accommodations or differentiation) and the materials/resources
Document the frequency and duration of intervention
List the initiation and review dates for interventions
Specify the tool(s) used to progress monitor, the frequency of monitoring, and the person responsible for progress monitoring the intervention, collecting the data, and ensuring graphs of the data are developed

9. Completion of Teacher-Based Problem-Solving (TBIT) Board: Conclusion of Initial Meeting
Before concluding the initial meeting:
Determine a target goal for the group
How will you know if intervention was effective?
What specific data benchmark (goal) is the target for measuring success?
Identify the date to follow-up with graphed results of group intervention data
Identify person responsible for scheduling follow-up meeting and ensuring that follow-up occurs

10. Completion of Teacher-Based Problem-Solving (TBIT) Board: Follow Up Meeting
Page 2 of the Teacher-Based Problem-Solving Board (TBIT) should be used for every follow-up Teacher-Based meeting.
Begin meeting with a review of the initial purpose of meeting and the graphed data intervention results

11. Completion of Teacher-Based Problem-Solving (TBIT)Follow-Up: Fidelity
Explain if the intervention occurred, as designed, for the whole group
Explain if the intervention did not occur for any individuals on the previous page and list why

12. Response to Intervention
Data Source: how do you know the intervention was or was not successful (CBM, IRLA, ALEXS, etc)
Did at least 75% of the group make sufficient progress (gap was closing):
Yes means that 75% of the students in the group have good progress:
list the names of any students not making good progress.
Make recommendations
No means less than 75% of the group made sufficient progress:
list names of students not making good progress
make recommendations

13. Completion of Teacher-Based Problem-Solving (TBIT) Follow-Up
Revise action plan
Attach Graphs and parent documentation
Follow-up meeting date set